Short-term plan

Unit 4 School:

LESSON: Revision
Date: Teacher name:
CLASS: 6 Number present: absent:
Learning 6.4.2.1-understand independently specific information and detail in
objectives(s) that short, simple texts on a limited range of general and curricular
this lesson is topics;
contributing to 6.5.8.1- spell most high-frequency vocabulary accurately for a
limited range of familiar general topics and some curricular topics
6.3.3.1- give an opinion at sentence and discourse level on an
increasing range of general and curricular topics
6.5.3.1- write with some support about personal feelings and
opinions on a limited range of familiar general and curricular
topics

Lesson objectives All learners will be able to:

identify some specific information from the text and use
some target vocabulary to describe some things
Most learners will be able to:
identify most specific information from the text and use
some target vocabulary to describe some things
Some learners will be able to:
identify all specific information from the text and use a
range of target vocabulary to describe some things
Plan
Part of the Teacher’s activity Student’s activity Assessment Resources
lesson/Time
Beginning of Organization The aim: To At the Presentation
the lesson moment: develop Ss organization Whiteboard
Warming-up 1.Greeting. speaking skills and moment T tries Pupils
Team work create friendly and to award active Book
3 min. The teacher productive Ss. «The
introduces the topic atmosphere praise» metho YouTube
and indicates the d is used to
objectives of the evaluate Ss
lesson. with phrases
Lead-in like:
Song To listen and “Good job!
read for gist Answer Key Well done!”
Play the video and
Read the question in elicit Ss’
the rubric aloud and comments at the
play the recording. end.
 Ss listen and follow
the song in their
books.
Elicit an answer to
the question in the
rubric from Ss
around the class. Ss have time to
complete the 3
sentences.
Aim - To practise Check Ss'
the infinitive/-ing answers.
form, to learn about
the importance of Answer Key
reading Explain the Commenting
task and give Ss 1 escape on the
time to complete the 2 laugh student’s'
3 sentences. Check 3 relaxing answers
Ss' answers. 4 learning Criteria:
5 feel understand a
6 imagine sequence of
supported
37 min b) To discuss the Ss use some of the classroom
importance of ideas in Ex. 1a. instructions
reading e Ask Ss to
discuss the necessity Some pairs tell the
of reading books in class. Suggested
pairs. Tell Ss to use Answer Key
some of the ideas in A: I think people
Ex. Ta. e¢ Monitor need to read books
the activity around to learn new things
the class and then and expand their
ask some pairs to knowledge.
tell the class. B: Yes, that's true
but you can also
read for pleasure
and have fun
c) To talk about a reading books.
story Explain the A: You're right. Commenting
task and ask Reading books can on the
various help people to student’s'
relax and escape answers
into a different Criteria:
world. understand a
sequence of
Ss around the class supported
tell the rest of the classroom
class about a book instructions
they have
read. Suggested
Answer
 Key title: Miss
Peregrine's Home
for Peculiar
Children author:
Ransom Riggs
characters:
Abraham
Portman, Miss
Peregrine, Emma
Bloom plot: After
a family tragedy, a
young boy follows
clues that take him
to an abandoned
children's home on
a Welsh island,
Miss Peregrine's
Home for Peculiar
Children is a book
by Ransom Riggs.
T praise Whiteboard
To test knowledge active Ss with Presentation
learnt in this module/to phrases such Pupils
do a quiz as: “Good Book
Explain the task. job!
Allow Ss some time to Ss some time read Well done!” Whiteboard
read the questions and the questions and “One more Pupils
decide if each decide if each time, please” Book
statement is true or statement is true or
false false, e
Alternatively, you Check Ss’ answers.
may allow Ss to review
the module and find F/A
the relevant Answer Key
information to mark 1F Ex 1( 5p) +
the sentences correctly. 2T ex 2 (5 p)
Check Ss’ answers. 3F
4T Total 10
5T points

End of the Reflection Ss use their stickers to show . Whitebo

lesson. Ask Students to write their knowledge according to ard
down 3 reasons to the lesson Ss Pupils
read books. evaluat
Reflection Aim: To know how many Ss e each cards:
 got the theme. other Success
Efficiency: and Ladder.
Individual Ss can use colors to show how encoura
work: much do they remember. ge
5 min. Differentiation:«Conclusion classma
»method is used to finish the te with
lesson. phrases
H/w
like:
Ex.3 p. 52
Well
done!
To consolidate
Brillian
vocabulary learnt in
t! Good
the module/to write a
job! I
quiz
like it!
Explain the task and
Ss can use the quiz in the
allow Ss time to work
previous task as a model.
in pairs, look through
Offer an example (e.g.
the module and think
Shakespeare wrote Hamlet.
of quiz questions.
[T])

Students write down their

homework and ask their
questions.

School:
Unit 7: Natural
Disasters
Date: Teacher’s name:
Grade: 7 Number present: absent:
Theme: True Stories.
Learning 7.L4 understand with little support some of the implied
objectives meaning in extended talk on a limited range of general and
that this lesson curricular topics
is contributing 7.S7 use appropriate subject-specific vocabulary and syntax
to to talk about a range of general topics, and some curricular
topics
7.W2 write with some support about real and imaginary past
events, activities and experiences on a growing range of
familiar general topics and some curricular topics
Lesson All learners will be able to:
objectives understand and use the vocabulary on the topic «Natural
Disasters»
Most learners will be able to:
use appropriate vocabulary and syntax on a wide range while
talking and writing about the topic «Natural Disasters»
Some learners will be able to:
organize sentences into paragraphs to write about the
 topic «Natural Disasters»
Criteria 1. understand the meaning of the words on topic in
speech
2. know and apply the vocabulary and make up
sentences with it to talk about the topic
3. synthesize and link sentences into coherent
paragraphs to write on the topic
Value links Respect and cooperation by:
1. listening to the teacher
2. listening to each other
3. encouraging each other
4. helping each other
5. work in a team/pair
Bloom’s knowledge, understanding, application, analysis, synthesis,
taxonomy assessment
Cross geography
curricular links
ICT Computer/E-book/Pickers
Previous Grammar: Past Continuous.
learning
Plan
Planne Planned activities Resour
d ces
timing
Beginni Greeting
ng (14 The teacher and students greet each other.
min) -Good afternoon, learners!
- Good afternoon, teacher! power
-How are you today? How is your mood? point
5 min -We are fine, thanks and you? presenta
- What date is it today? tion
-Today is 21 st of February
-Who is absent?
-All are present.
Today we have unusual lesson. Please look at the board
there we have Assessment Table after every task you
should give the stickers to your classmates and yourself.
Green- Excellent job
Yellow- Good job
Pink- have some question
Blue-Problems
Is it clear for you? Ok let’s start our 1 task.

Lead-up:
Teacher LEARNERS
- Now we are Learners open the copybooks and cards
going to watch write the date, classwork. After they
video and after it read the task. Read the sentences
you will do Students watch video and do
IW exercise. Before exercise.
we start watching
video please open Descriptor
5 min your copybooks *watch the video
and write down the *mark the sentences True/False
date, classwork.
Now I give you
cards with
exercise. Please
read the task. Read
the sentences.
Let’s look at the
Self- white board and
Assess watch the video.
Ment
After watching Learners check themselves. Put
video teacher stickers to the Assessment Table
shows the keys
of the exercise.

-Ok. Let’s check

and assess our
work. Please
choose the sticker (Students’ answers).
according your
results.
2 min
Answers
1.False
2. True
3. True
4. True
5. False
6. True

- How do you
think what is the
theme of the
lesson?
-The theme is
“True Stories”.
The aim of our
lesson is: To find
out safety rules
during the natural
disaster.

Today we are
going to:
- watch the
 video
- describe
pictures
- find out the
safety rules

Middle - Let’s - Learners search parts of the pictures

(30 continue our picture and find pair for the next task
min) lesson. I give you
2 min parts of the words
you should find Task1. Work individually. Write
another one and down the questions:
find your pair for
the next task 1. Where\you\go?
- Ok. Take
3 min your seats. Look at 2. Who/with you?
to your cards and
3. What \weather be like?
first task is….
4. What / you/do/there?
Answers
5. What\ happen?
1. Where did
you go? 6. What\ happen in the end?
2. Who
was/were you Task2. Work in pairs. Put the
with? pictures in order to make up a
3. What was the story
weather like? Learners put the pictures in order to
4. What did you make up a story. But some learners pictures
do there? make up the dialogue.
1 min 5. What did
happen?
6. What did Task3. Discuss in pairs. Ask and
10 min happen in the end? answer questions to describe
pictures using the questions from
- I give each pair previous task.
the pictures. You
should put the
pictures in order to
make up a story.
Teacher gives
1 min pictures according
the learners’ Put stickers to the AssessmentTable
knowledge
level. (Differentiat
ion)

Avalanche –
6 min Motivated
learners
 Flood- Motivated
learners
Lighting-
Motivated
learners

Earthquake-
Weak-motivated
learn.
Fire- Weak-
motivated learn.

-Now please,
assess your partner
- It’s time Task 4. Work in groups. Tell the
2 min to task #4. We story to each other using the
should divide phrases below:
into 3 groups. It happened ………
Please pairs And then……
with natural But suddenly……
disasters So anyway then…….
Earthquake and So the next thing I did was….
Fire sit here. After that……
You will be 1 Eventually…….
group. (Olga. WOW! That was amazing! (scary,
Leila, Daniil, terrific, etc)
Nurai)-Weak-
motivated
learn.
- Pairs Learners tell to each other their
with natural stories and discuss in the groups.
disasters After 1 member put the stickers.
Avalanche and
Flood sit there.
You will be 2
group. (Alina,
Shahzoda,
Valentina)
- Pairs
with natural
disasters
Lightning and
Flood sit there.
You will be 3
group. (Altynai,
Aleksandra,
Sofia)

-You work in
 groups. Tell the
story to each other
using the phrases,
stories, dialogue.
After that you
should discuss in
the groups and
assess each
member of your
group.
-Now look to Learners take the rule and put it to Stripes
the board there the poster. Learners again divided with
we have 3 into the 3 groups. sentenc
posters with es
natural 3 papers
disasters I give A3
you some Glue
safety rules
you should find
the natural
disaster
according to
your rule.

-Ok. Let’s see.

You are right.
Please look at
them. You
should know
them if there
will be a
natural
disaster.
-Thanks, take
your seats.
End Reflection for students Plicker’
(3min) Let summarise our lesson. Look at s signs
our AssessmentTable. You see how you work during the
lesson. And I give you last stickers for the last task.
Now you have papers with Plicker’s sign.
-If you understand everything show me please A side
- If you understand everything, but have some mistakes
show me please B side
- If you understand everything, but have some problems
show me please C side
- If you understand a little bit and have problems with task
show me please D side
Learners show their cards.

-Thank you for your active participating.

Unit: Our World School:
Date: Teacher name:
CLASS: 8 Number present: absent:
Theme of the People are people
lesson
Homework 8.L1prepare
Learning a story
understand using
with little10orsentences.
no support the main points in
objectives(s) extended talk on a wide range of general and curricular topics
that this 8.S3 give an opinion at discourse level on a range of general and
lesson is curricular topics
contributing
to (link to the
Subject
programme)

Level of Higher-order thinking skills

thinking
skills
Lesson All learners will be able to:
objectives Listen and understand the main points of the text
Most learners will be able to:
Give an opinion on topic
Some learners will be able to:
To express their ideas on topic
Assessment -Understand the main points of the text
criteria -Give an opinion on topic
Plan
Planned Planned activities (replace the Resources
timings notes below with your planned
activities)

Greeting PPP slides

Brainstorming:

The learners look at the word

and give associated words to the
word “charity” and identify
lesson objectives
Teacher introduces lesson
objectives and assessment
criteria to the learners.
Pre-listening
Generate interest Pictures, cards
Students look at pictures and say
what they think about them